Access the documents under the headings NTCF 2002 and NTCF 2009 – the Band standards go from grade 1 – grade 10 – obviously Band 5 are the standards for grades 9 and 10, then work backwards from there w/ Band 1 being for grades 1 & 2, Band 2 for grades 3 & 4, Band 3 for grades 5 & 6, Band 4 for grades 7 & 8.
This link is for South Australian Standards – Go to the year section you are interested in - it then breaks down into subject areas. Each subject area has a scope and standards tab with general information for the subject area. Then each topic area has more detailed standards and outcomes listed.
Links to a huge number of State standards in the US. Keep in mind that many state standards are derived from the national organizations and just different versions of “the same”.
Searchable database of compiled standards and benchmarks – very extensive. The Standards Project
Although much effort has been devoted to the development and implementation of standards, no consensus has emerged as to what form "standards" should take or how they should be used. The result is that the character, scope, and level of detail provided in standards often vary significantly from one subject area to another. Some subject-area groups have argued that the disciplines are so inherently different that a common approach to standards is not possible (Viadero, 1993). However, our analysis of standards from a wide range of subject areas confirms that a number of basic techniques can be successfully applied to describe content knowledge regardless of the domain. The application of this process provides content knowledge expressed in a roughly equivalent format across subject areas, which should facilitate communication of and about standards. Clear standards provide clearer expectations for students and the possibility of better communication among teachers, administrators, parents, and the larger community. Without such a common format, even the basics of a school system can break down.
Project 2061's benchmarks are statements of what all students should know or be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. The grade demarcations suggest reasonable checkpoints for estimating student progress toward the science literacy goals outlined in SFAA.
Math- US National Council for Teachers of Mathematics
The Standards for school mathematics describe an ambitious and comprehensive set of goals for mathematics instruction. The first five Standards present goals in the mathematical content areas of number and operations, algebra, geometry, measurement, and data analysis and probability. The second five describe goals for the processes of problem solving, reasoning and proof, connections, communication, and representation. Together, the Standards describe the basic skills and understandings that students will need to function effectively in the twenty-first century.
The ten Standards are treated in greater detail in four grade-band chapters: prekindergarten through grade 2, grades 3–5, grades 6–8, and grades 9–12. For each of the Content Standards, each of the grade-band chapters includes a set of expectations specific to that grade band. http://www.nctm.org/standards/content.aspx?id=4294967312
Have a look at the process standards (our "overriding skills").
In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century.
National Standards for Foreign Language Education- you can just see the strands and standards – very much along the lines of what we have been thinking. You have to buy the book to see the rest.
The standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (MENC).
PE/Health Standards - US National Association of Sports and Fitness
For all subjects
Access the documents under the headings NTCF 2002 and NTCF 2009 – the Band standards go from grade 1 – grade 10 – obviously Band 5 are the standards for grades 9 and 10, then work backwards from there w/ Band 1 being for grades 1 & 2, Band 2 for grades 3 & 4, Band 3 for grades 5 & 6, Band 4 for grades 7 & 8.
This link is for South Australian Standards – Go to the year section you are interested in - it then breaks down into subject areas. Each subject area has a scope and standards tab with general information for the subject area. Then each topic area has more detailed standards and outcomes listed.
- http://edstandards.org/Standards.html
Links to a huge number of State standards in the US. Keep in mind that many state standards are derived from the national organizations and just different versions of “the same”.- http://www.mcrel.org/compendium/browse.asp
Searchable database of compiled standards and benchmarks – very extensive.The Standards Project
Although much effort has been devoted to the development and implementation of standards, no consensus has emerged as to what form "standards" should take or how they should be used. The result is that the character, scope, and level of detail provided in standards often vary significantly from one subject area to another. Some subject-area groups have argued that the disciplines are so inherently different that a common approach to standards is not possible (Viadero, 1993). However, our analysis of standards from a wide range of subject areas confirms that a number of basic techniques can be successfully applied to describe content knowledge regardless of the domain. The application of this process provides content knowledge expressed in a roughly equivalent format across subject areas, which should facilitate communication of and about standards. Clear standards provide clearer expectations for students and the possibility of better communication among teachers, administrators, parents, and the larger community. Without such a common format, even the basics of a school system can break down.
Math and Language - NEW US Core Standards
Science, Math, Technology – US Project 2061
- http://www.project2061.org/publications/bsl/online/index.php?home=true
Project 2061's benchmarks are statements of what all students should know or be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. The grade demarcations suggest reasonable checkpoints for estimating student progress toward the science literacy goals outlined in SFAA.Math- US National Council for Teachers of Mathematics
- http://standards.nctm.org/document/chapter1/index.htm
The Standards for school mathematics describe an ambitious and comprehensive set of goals for mathematics instruction. The first five Standards present goals in the mathematical content areas of number and operations, algebra, geometry, measurement, and data analysis and probability. The second five describe goals for the processes of problem solving, reasoning and proof, connections, communication, and representation. Together, the Standards describe the basic skills and understandings that students will need to function effectively in the twenty-first century.The ten Standards are treated in greater detail in four grade-band chapters: prekindergarten through grade 2, grades 3–5, grades 6–8, and grades 9–12. For each of the Content Standards, each of the grade-band chapters includes a set of expectations specific to that grade band.
http://www.nctm.org/standards/content.aspx?id=4294967312
Have a look at the process standards (our "overriding skills").
ICT Integration Benchmarks for all subjects
- http://www.p21.org/index.php?Itemid=33&id=31&option=com_content&task=view
In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century.Information Literacy
http://www.accessola.com/action/positions/info_studies/Ontario School Library Association
http://www.accessola.com/action/positions/info_studies/html/isocty01.htmlHumanities- US National Council for Social Studies
- http://www.socialstudies.org/standards/strands
Just a description of the Social Studies strand. Seems you’d have to buy the book to see the standards and benchmarks.Language B – American Council for the Teaching of Foreign Languages
- http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
National Standards for Foreign Language EducationEAL- Victorian Standards (Secondary)
http://www.education.vic.gov.au/studentlearning/teachingresources/esl/secondary.htmFine Arts
- http://artsedge.kennedy-center.org/teach/standards.cfm
The standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (MENC).PE/Health Standards - US National Association of Sports and Fitness
- http://www.aahperd.org/naspe/standards/nationalStandards/PEstandards.cfm
You have to buy the book....AERO - American Education Reaches Out
AERO EnglishAERO Social Studies
AERO Technology